Date of Award
Doctor of Education (EdD)
Abraham S. Fischler College of Education
Michelle L. Krantz
This qualitative case study was designed to investigate mentors and mentees and their relationships in a formal group-mentoring program. Results and findings were expected to contribute to the literature on how to best support future new faculty and senior faculty careers by providing data on the opinions of those who participated in the mentoring program. The study may also add to the limited literature on the successes and challenges of using a group mentoring model.
The researcher interviewed 20 faculty members who participated in a formal mentoring program. The interviews examined how and in what ways faculty mentors and mentees describe what they understand, integrate, and implement in their relationship after going through this program; the mentors’ and mentees’ perceptions of the materials and activities in the program in supporting their efforts in developing a mentoring relationship; and after completing the mentorship program, the success and challenges in sustaining an effective mentoring relationship. In addition to interviews, a focus group was conducted and archival documentation was reviewed.
The study site was a private 4-year college in the eastern region of the United States. Data collection included interviews, a focus group, and documents. Interpretation analysis was used to identify themes. An analysis of the data revealed the importance that experiences, resources, knowledge, trust, support, and feelings of connection to the institution have on an a successful mentoring relationship in a group mentoring model.
Sheri Elizabeth Kelleher. 2015. A Case Study of the Perceptions of Faculty in a Formalized Mentoring Program at a Private 4-Year College. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler College of Education. (28)
Community-Based Learning Commons, Educational Assessment, Evaluation, and Research Commons, Educational Sociology Commons, Higher Education Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, Quantitative, Qualitative, Comparative, and Historical Methodologies Commons